The extent and function of the parent-child bond, conceptualized according to Ainsworth's (M.D.S. Ainsworth, M. C. Blehar, E. Walters, and S. Wally [1978],Patterns of Attachment: A Psychological Study of the Strange Situation, Erlbaum Associates, Hillsdale, NJ) model of attachment, was explored for a group of first-year college students (N=173) at a selective, prestigious, northeastern university. Overall, students' descriptions of their parental relationships were positive and resembled Ainsworth's secure attachment type. Most students viewed their parents as a secure base, encouraging independence and remaining available as a source of support when needed. Furthermore, students indicated that they sought parental help more than a moderate amount in situations of stress. For female students, close parental relationships were found to be positively associated with self-reports of assertion.

Building on new developments in the psychology of working framework (PWF) and psychology of working theory (PWT), this article proposes a rationale and research agenda for applied psychologists and career development professionals to contribute to the many challenges related to human rights and decent work. Recent and ongoing changes in the world are contributing to a significant loss of decent work, including a rise of unemployment, underemployment, and precarious work across the globe. By failing to satisfy human needs for economic survival, social connection, and self-determination, the loss of decent work undermines individual and societal well-being, particularly for marginalized groups and those without highly marketable skills. Informed by innovations in the PWF/PWT, we offer exemplary research agendas that focus on examining the psychological meaning and impact of economic and social protections, balancing caregiving work and market work, making work more just, and enhancing individual capacities for coping and adapting to changes in the world of work. These examples are intended to stimulate new ideas and initiatives for psychological research that will inform and enhance efforts pertaining to work as a human right.

and the American Honda Foundation. The data presented, the statements made, and the views expressed are solely the responsibilities of the authors. We gratefully acknowledge and thank Richard F. Haase for statistical consultation.

Preventive interventions have been shown to successfully aid the development of children, youths, and adults and avert maladjustment in individuals at risk for negative outcomes. Continued scientific advancement of preventive interventions is crucial to further the health of U.S. children, youths, and families. This article presents 15 best practice guidelines on prevention practice, research, training, and social advocacy for psychology. These guidelines articulate clear standards and a framework for moving the profession toward improving the well-being of a greater number of individuals and communities. The guidelines are intended to assist psychologists in evaluating their preparation for engaging in prevention work and in furthering their understanding through increased knowledge, skills, and experience in prevention.The efficacy of preventive interventions in reducing psychological symptoms and related behavior has been clearly demonstrated in the literature

This article advances the psychology of working theory by developing a parallel change‐based paradigm to guide interventions at the level of individuals (i.e., the psychology of working counseling) and systems (i.e., the psychology of working systemic intervention). The change paradigm presented in this article includes (a) a needs assessment encompassing survival, social connection/contribution, and self‐determination and (b) input on the mobilization of agentic action that includes critical reflection and action, proactive engagement, social support, and community engagement. The needs assessment and agentic action aspects of this approach can be used to foster change in individual counseling, advocacy, and systemic intervention. Case examples reflecting a systemic intervention and an individual counseling vignette are presented along with implications for research, such as explorations of the impact of these change models on client outcomes and systemic change efforts.